{"id":333365,"date":"2016-12-08T03:00:00","date_gmt":"2016-12-08T00:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=409a2c80a9e701e10c3a2785c3d8cf89"},"modified":"2016-12-08T03:00:00","modified_gmt":"2016-12-08T00:00:00","slug":"reflection-on-solutions-in-the-form-of-refutation-texts-versus-problem-solving-the-case-of-8thgraders-studying-simple-electric-circuits","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=333365","title":{"rendered":"Reflection on solutions in the form of refutation texts versus problem solving: the case of 8th\r\ngraders studying simple electric circuits"},"content":{"rendered":"<p>This study compared students\u2019 learning in troubleshooting and problem solving activities. The<br \/>\ntroubleshooting activities provided students with solutions to conceptual problems in the form of<br \/>\nrefutation texts; namely, solutions that portray common misconceptions, refute them, and then<br \/>\npresent the accepted scientific ideas. They required students to individually diagnose these<br \/>\nsolutions; that is, to identify the erroneous and correct parts of the solutions and explain in what<br \/>\nsense they differed, and later share their work in whole class discussions. The problem solving<br \/>\nactivities required the students to individually solve these same problems, and later share their<br \/>\nwork in whole class discussions. We compared the impact of the individual work stage in the<br \/>\ntroubleshooting and problem solving activities on promoting argumentation in the subsequent class<br \/>\ndiscussions, and the effects of these activities on students\u2019 engagement in self-repair processes;<br \/>\nnamely, in learning processes &#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This study compared students\u2019 learning in troubleshooting and problem solving activities. The<br \/>\ntroubleshooting activities provided students with solutions to conceptual problems in the form of<br \/>\nrefutation texts; namely, solutions that portray common &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-333365","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/333365","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=333365"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/333365\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=333365"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=333365"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=333365"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}